2.5 Differentiation
Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e)
Artifact: Internet Lesson Plan & ELL Lesson
Reflection:
The artifact chosen to demonstrate mastery of Standard 2.5, Differentiation, is the ELL Lesson Report. Because the ELL Lesson Report was built from the Internet Lesson Plan, it is also linked for convenience. The artifact is a report that reflects on the application of the Internet Lesson Plan with English Language Learners. The task integrated resources from the IRIS Center and WIDA Consortium, along with results from ACCESS testing to try to meet the needs of English Language Learners. This artifact was completed during the Spring Semester of 2020, in ITEC 7430- Internet Tools in the Classroom. It was completed individually.
Standard 2.5, Differentiation, outlines expectations for candidates to model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. The artifact is a reflection and log of the process used to determine appropriate strategies for student learning based on student abilities and interests. In creating it, I brainstormed ideas that would allow me to create personalized and differentiated opportunities for EL learners. The Internet Lesson Plan is a student choice board designed to empower students through their own interests and goals. It models the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies, while the ELL Lesson Report includes reflections from the Facilitation of the lesson, including adjusting content, process, product, or learning environment for each of the EL students monitored. In the report, I outlines the current levels of proficiency and personal learner characteristics that guided the differentiation of the learning activity for the 5 students I worked with. I also described the assessments and resulting adjustments to the learning process for each one.
During the completion of this artifact, I learned about the resources that teachers have at their disposal to help make informed decisions about students. I was not previously aware of some of the reports available in Powerschool, but through this experience, I learned to use information available, in conjunction with classroom assessments and observations, to more appropriately tailor learning to student needs. This experience helped to empower me in differentiating content, process, and product expectations for my students. If I were to change one thing about the process involved in creating this artifact, it would be to include other non-ESOL peer teachers in a collaborative process so as to share the journey and learning experience. Of course, I could also help lead an ESOL awareness seminar about the assessment results and data already available to general education teachers that most have no clue about.
The work that went into this artifact positively impacted student learning. The Internet Lesson Plan was created to enhance student learning by presenting an authentic, meaningful path for empowering students to take charge of their own learning through personalized, student choice. It was used in conjunction for the EL Lesson, which helped more appropriately determine student needs and differentiate instruction. The students received adequate learning supports and were provided with engaging opportunities for success.
The artifact chosen to demonstrate mastery of Standard 2.5, Differentiation, is the ELL Lesson Report. Because the ELL Lesson Report was built from the Internet Lesson Plan, it is also linked for convenience. The artifact is a report that reflects on the application of the Internet Lesson Plan with English Language Learners. The task integrated resources from the IRIS Center and WIDA Consortium, along with results from ACCESS testing to try to meet the needs of English Language Learners. This artifact was completed during the Spring Semester of 2020, in ITEC 7430- Internet Tools in the Classroom. It was completed individually.
Standard 2.5, Differentiation, outlines expectations for candidates to model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. The artifact is a reflection and log of the process used to determine appropriate strategies for student learning based on student abilities and interests. In creating it, I brainstormed ideas that would allow me to create personalized and differentiated opportunities for EL learners. The Internet Lesson Plan is a student choice board designed to empower students through their own interests and goals. It models the design and implementation of technology-enhanced learning experiences using a variety of differentiation strategies, while the ELL Lesson Report includes reflections from the Facilitation of the lesson, including adjusting content, process, product, or learning environment for each of the EL students monitored. In the report, I outlines the current levels of proficiency and personal learner characteristics that guided the differentiation of the learning activity for the 5 students I worked with. I also described the assessments and resulting adjustments to the learning process for each one.
During the completion of this artifact, I learned about the resources that teachers have at their disposal to help make informed decisions about students. I was not previously aware of some of the reports available in Powerschool, but through this experience, I learned to use information available, in conjunction with classroom assessments and observations, to more appropriately tailor learning to student needs. This experience helped to empower me in differentiating content, process, and product expectations for my students. If I were to change one thing about the process involved in creating this artifact, it would be to include other non-ESOL peer teachers in a collaborative process so as to share the journey and learning experience. Of course, I could also help lead an ESOL awareness seminar about the assessment results and data already available to general education teachers that most have no clue about.
The work that went into this artifact positively impacted student learning. The Internet Lesson Plan was created to enhance student learning by presenting an authentic, meaningful path for empowering students to take charge of their own learning through personalized, student choice. It was used in conjunction for the EL Lesson, which helped more appropriately determine student needs and differentiate instruction. The students received adequate learning supports and were provided with engaging opportunities for success.